Model Syllabi & Lesson Plans

Adult Beginning Modern by Amy Schmidt

This course will introduce modern dance to the adult mover regardless of previous dance experience. Movement concepts will be brought in using Rudolf von Laban’s concepts of personal spatial awareness through geometric shapes, Effort qualities of movement, and individual expression and creativity. Labanotation, Laban’s symbol notation system, and Motif, the simplified version, will be used to visually reinforce physical experience.

Overall Lesson Plans

Lesson 1 – Shapes and Space: direction, level, Laban’s octahedron, icosahedron, cube, space direct/indirect

Laban Warm up handout

Arts Integration: Dance Teaching Strategies for K-8 Educators by Marissa Nesbit

This course is an upper-level undergraduate course for future educators working as classroom teachers, dance content specialists, or dance teaching artists in K-8 school settings. The course builds on prior pedagogical knowledge, and is designed both for dance/dance education major students as well as students in elementary and middle grades education, stressing a collaborative approach among educators in the design and delivery of integrated instruction.

Lesson 3 – Working with connecting concepts, Part 1

Lesson 4 – Working with connecting concepts, Part 2

Lesson 5 – Planning: Standards and Objectives

Lesson 6 – Planning: Scaffolding with Bloom’s Taxonomy

Lesson 7 – Assessments, Part 1

Lesson 8 – Assessments, Part 2

Lesson 9 – Lesson Activities and Structure, Part 1

Lesson 10 – Lesson Activities and Structure, Part 2

Lesson 13 – Incorporating Artworks, Part 1

Lesson 16 – Integration within dance programs, Part 2

Ballet Grade III with Labanotation by Rachael Riggs Leyva

Beginning level ballet course based on the Royal Academy of Dance Grade III syllabus, for students at least aged 7 with 1-2 years prior ballet experience. This year the Academy will integrate the use of Labanotation into the ballet Grade III syllabus. Labanotation is an internationally recognized symbol system for reading and writing movement. It is a valuable tool for anyone interested in dance and is accessible to any skill level. Many consider reading movement notation to be similar to reading music notation or studying a foreign language.

Lesson 1 – Action and Stillness

Lesson 2 – Level of Supports, Level of Port de Bras

Lesson 3 – Gestures, Body Parts

Lesson 4 – Directions - of Gestures and Straight Paths

Lesson 5 – Parts of the Foot, Syllabus Character Dance

Lesson 6 – Floor Plans/Stage Space, Syllabus Character Dance

Lesson 7 – Flexion/Extension

Lesson 8a – Five Types of Air Work

Lesson 8b – Five Types of Air Work

Lesson 9 – Turns, Body Positions: Croisé/Effacé/En face

Lesson 10 – Character Dance Unit I (Focal Point, Circular Paths)

Lesson 11 – Exposure to Classical Repertoire – Coppelia: Galop Final

Beginning Tambourine for Adults and Teens by Amy Schmidt

To introduce adult and teenagers to the ease, power, and unity of the tambourine. Not only does the tambourine encourage rhythmic understanding and clarity with its scripture-related patterns, it also provides a movement style that can easily be used in group or solo worship settings. Knowing the Biblical significance of the tambourine provides the worshipper with confidence and understanding to take playing the instrument to a new level of worship and warfare.

Overall Lesson Plans

Lesson 1 – Introduction of Elements and Patterns

Lesson 2 – Introduction of Elements and Patterns continued

Dance by Beth McKee Elliott

Students who take this course will: study and practice modern and jazz dance technique; achieve literacy in reading and writing Labanotation; experience historically significant dance, and the dances of other cultures through Labanotation readings; integrate kinesthetic learning experiences into the existing studies; preparing for Spring musical through guided student choreography.

American Dance Forms

Lesson 1 – Steps and Directions

Lesson 2 – Turns

Lesson 3 – Rhythm

Lesson 9 – Weight Shifting

Learning Culture through Dance

Lesson 7 – Hula Motifs

Lesson 8 – Hula Gestures

Lesson 10 – Dance Improvisation

Lesson 11-12 – Finding Our Dance

Introduction to Dance Notation by Andrea Treu-Kaulbarsch

The two-weekend intensive theory and movement course will briefly touch upon the history of movement notation and explore several historical systems with their varied concepts followed by the study of Labanotation. Students will be introduced to the system first through a creative movement exploration of Motif-Description. Later the structured Labanotation with its staff, direction symbols and signs will be studied in detail and students will be given ample opportunities to practice their writing and reading skills on simple dance sequences and dances.

Lesson 1 – Motif Description

Lesson 2 – Further Motif Symbols

Lesson 3 – Steps and Staff

Lesson 4 – Leg Gestures

Lesson 5 – Air Work

Lesson 6 – Arm Gestures

Lesson 7 – Pivot Turns

Lesson 8 – Jumps with Leg Gestures

Lesson 9 – Floor Plans

Lesson 10 – Circular Path

Modern I: Introduction to Modern Dance Technique by Mara Penrose

At the successful completion of this course the student will demonstrate: mastery of movement concepts specific to modern dance; increased understanding of rhythm and music in dance; familiarity with improvisation and composition; knowledge of historical and cultural influences in contemporary dance; the ability to use Laban dance notation symbols to record movement.

Lesson 1 – Action and Stillness

Lesson 2 – Axial and Appendicular Movements

Lesson 3 – Direction and Level

Lesson 5 – Direction and Level Part II - Diagonals

Lesson 6 – Level in Supports

Lesson 7 – Elevations

Lesson 8 – Rotation

Lesson 9 – Group Movements

Lesson 10 – Final Performance, Review

OTHER SYLLABI

Elementary Labanotation by Sandra Aberkalns

Study of the movement notation developed by Rudolf Laban. Reading Labanotation for the purpose of reconstructing dances and using notation in the teaching of dance.

Embodying History: 20th-Century Concert Dance through Labanotation by Hannah Kosstrin

This course highlights selected choreographers through their choreographic and movement styles as a vehicle to examine trends in American modern and postmodern dance from the 1960s through the end of the 20th century. It integrates elementary Labanotation lessons into dance history, so that students will learn and perform some of the dances they read about and discuss.

Existing Repertory by Valarie Williams and Karen Eliot

Existing Repertory is a one quarter sequence focusing on an historic work that defined a moment in dance history. The purpose of Existing Repertory is to provide a venue for students to process and synthesize choreographic works along with their own previous knowledge of technique. We will reconstruct the 20th century Les Sylphides by Michel Fokine created in 1909 to music by Chopin. Karen will lead discussions about the history of the work. Valarie will lead rehearsals from Labanotation.

Notation I by Rachael Riggs Leyva

Theoretical concepts are presented through movement experience. Symbolic representation is demonstrated through Motif/Labanotation readings, and application to movement analysis is practiced in class dictation and assignments. This includes: general introduction to Labanotation; identification of symbols; performing and writing scores; introduction to LabanWriter.

Notation II by Rachael Riggs Leyva

In Notation II, students will continue to develop reading skills in Labanotation begun in Notation I. Practice readings will encourage greater fluency transitioning from page to performance, maintaining movement accuracy and rhythmic precision. Further Elementary and Intermediate level topics in notation theory will be covered. Students will cultivate skills of observation and analysis fundamental to the notation process.

Notation II by Valarie Williams

Notation II addresses basic principles of movement as they are understood through Labanotation building on work from Notation I – Motif Description which includes work in theory, reading, and writing. Through reading scores, we will learn theoretical concepts such jumps, turns, flexion and extension, relating time and movement and music together, and floor patterns. By reading/staging repertory from score, we will learn how notation is used as an historical, theoretical, and pedagogical tool.

OTHER LESSON PLANS

by Jill Beck

Lesson 1 – Introduction

Lesson 2 – Rhythms, Change of level, Hold signs

Lesson 3 – Gestures of the arms and legs

Lesson 4 – Arms and leg gestures continued

Lesson 5 – Air work

Lesson 6 – Air work continued

Lesson 7 – Pivot turns

Lesson 8 – Pivot turns continued

Lesson 9 – Nothing new, just review

Lesson 10 – Turns in the air and space holds versus body holds